<![CDATA[Excessive gadget use among adolescents has raised concerns regarding academic engagement, emotional regulation, and social interaction. School-based guidance and counseling may help students develop healthier digital habits through structured behavioral self-management. This study explores implementing group counseling using self-management techniques among junior high school students who use gadgets excessively in three schools in Palu City, Indonesia. A qualitative multi-site case study design was employed, informed by Bandura’s self-regulation theory and Yalom and Leszcz’s framework of therapeutic factors in group interventions. Participants comprised guidance and counseling teachers, students aged 13–15 years, and parents. Data were collected through semi-structured interviews, participatory observation, and document analysis. The data were analyzed using Miles and Huberman’s interactive model, involving data reduction, data display, and conclusion drawing and verification. Source and methodological triangulation were used to strengthen the credibility of the findings. The findings indicate that self-management-based group counseling gave students opportunities to recognize gadget-use habits, reflect on their behavior, and establish personal behavioral commitments. Participants reported changes in gadget-use patterns, learning focus, and social interaction. These changes varied across schools and were influenced by parental involvement, peer support, and institutional conditions. The study highlights the potential of integrating self-management techniques into group counseling to support adolescents’ digital self-regulation. Further longitudinal or mixed-methods research is needed to examine the sustainability and effectiveness of these practices. Keywords: group counseling, self-management, gadgets, junior high school students]]>
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